通过义务教育阶段的数学学习,其总目标是通过教师的教学活动与学生的学习活动使得学生逐步掌握“三会”。数学课程的义务教育阶段核心任务是培养学生的核心素养,在义务教育阶段,核心素养主要表现为数感、量感、符号意识、抽象能力、运算能力、几何直观、空间观念、推理能力等等方面;而在普通高中数学教育阶段,希望学生能获得进一步学习的“四基”、“四能”等方面与能力,育人价值的集中体现是进一步培养学科核心素养,其为学科教学课程目标的集中体现,主要体现在数学抽象、逻辑推理、数学建模、直观想象、数学运算与数据分析等六大方面。可见义务教育阶段与普通高中教育阶段对于数学核心素养的要求有了明显的进一步深入要求,那么在核心素养的目标要求背景下,如何正确有效引导学生,做好初高中数学学习的有效衔接,帮助学生树立的正确价值观,培养学生数学问题解决的关键能力,本文从定性到定量的角度,在大单元视角下探讨核心素养下初高中的数学教学衔接。Through mathematical learning in the compulsory education stage, the general goal is to make students gradually master the “three meetings” through teachers’ teaching activities and students’ learning activities. The core task of the compulsory education stage of mathematics curriculum is to cultivate students’ core literacy. In the compulsory education stage, the main manifestations of core literacy are the sense of number, sense of quantity, symbol consciousness, abstract ability, computing ability, geometric intuition, spatial concept, reasoning ability, etc. In the stage of mathematics education in ordinary high school, it is hoped that students can obtain the “four foundation” and ability of further learning. The concentrated embodiment of the value of educating people is to further cultivate the core literacy of the subject. It is the concentr
